Suggested Citation:"7 Resources." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1997. Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. Washington, DC: The National Academies Press. doi: 10.17226/5789.

7RESOURCES

You can mentor more easily and effectively if you know what resources are available at your own institution. A departmental adviser might supply students' schedules and requirements. A student-affairs office usually offers tutoring and workshops on study skills or "college survival." The health or counseling center can usually suggest an appropriate counselor, physician, or psychologist when a student needs professional help with personal problems. To equip yourself to do career planning, begin with your career-placement center, which should have a variety of services and information.

Internet Resources

The Internet can also help you mentor more effectively and easily in a number of ways. For example, e-mail and "chat groups" can be used to keep in touch with students. In addition, the Internet can provide access to worldwide resources, such as those described below.

Suggested Citation:"7 Resources." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1997. Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. Washington, DC: The National Academies Press. doi: 10.17226/5789.

The Committee on Science, Engineering, and Public Policy's (COSEPUP) homepage (http://www2.nas.edu/cosepup) has links to on-line versions of its useful resources Reshaping the Graduate Education of Scientists and Engineers, Careers in Science and Engineering: A Student Planning Guide to Grad School and Beyond, On Being a Scientist: Responsible Conduct in Research, and A National Conversation on Doctoral Education: An Emerging Consensus.

Two key Internet resources are: The National Research Council's Career Planning Center for Beginning Scientists and Engineers (CPC) (http://www2.nas.edu/cpc) and the American Association for the Advancement of Science (AAAS) Science's NextWave (http://www.nextwave.org). The CPC includes a bulletin board, an on-line mentoring

Suggested Citation:"7 Resources." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1997. Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. Washington, DC: The National Academies Press. doi: 10.17226/5789.

center, data on trends and changes in the job market, and links to the many useful on-line books, job and research funding listings, and disciplinary society web sites. The NextWave has open forums on topical issues, feature articles on alternative science careers, site reviews, news articles, and nuts-and-bolts science career advice columns.

Gender, Cultural, and Disability Issues

Minority-group students can obtain guidance and scholarship aid through NACME, Empire State Building, 350 Fifth Ave., Suite 2212, New York, NY 10118-2299 (Telephone, 212/279-2626; URL, http://www.nacme.org). The New England Board of Higher Education also has materials of value for minority-group and other students (45 Temple Place, Boston, MA 02111; Telephone, 617/357-9620; Fax, 617/338-1577; URL, http://www.nebhe.org). Remember, however, that e-mail is not always confidential.

A number of organizations focus on gender-related issues. Two key organizations are the Association of Women in Science (http://www.awis.org) and the Society of Women Engineers (http://www.swe.org). They should be able to provide guidance or point you toward a related discipline-specific organization.

Students with disabilities may obtain guidance from the following organizations:

Suggested Citation:"7 Resources." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1997. Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. Washington, DC: The National Academies Press. doi: 10.17226/5789.

Higher Education and Adult Training for the Handicapped (HEATH), now renamed for Persons with Disabilities); 800/544­3284, 202/939­9320. Helps with transitions from high school to college, college to graduate school.

Job Accommodation Network (JAN); 800/526­7234. How persons with a disability can be accommodated in the laboratory or workplace.

National Information Center on Deafness; 202/451­5051. Resources for deaf and hearing-impaired students.

President's Committee on Employment of People with Disabilities; 202/376­6200; www.pcepd.gov. Excellent reference source, with liaison person in each state.

Bibliography

For additional material, see the bibliography in the COSEPUP guide Careers in Science and Engineering: A Student Planning Guide to Grad School and Beyond (http://www2.nas.edu/cosepup).

Suggested Citation:"7 Resources." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1997. Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. Washington, DC: The National Academies Press. doi: 10.17226/5789.

Suggested Citation:"7 Resources." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1997. Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. Washington, DC: The National Academies Press. doi: 10.17226/5789.

Oral Communication

Suggested Citation:"7 Resources." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1997. Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. Washington, DC: The National Academies Press. doi: 10.17226/5789.

Suggested Citation:"7 Resources." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1997. Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. Washington, DC: The National Academies Press. doi: 10.17226/5789.

Sonnert, G. and Holton, G. 1995. Who Succeeds in Science? The Gender Dimension. New Brunswick, N.J.: Rutgers University Press.

Treisman, U. 1992. "Studying students studying calculus: A look at the lives of minority mathematics students in college," College Mathematics Journal 23 (5):362­72, November.

Responsible Scientific Conduct

Committee on Science, Engineering, and Public Policy. 1995. On Being a Scientist: Responsible Conduct on Research, 2nd edition. Washington, D.C.: National Academy Press.

Elliott, D. and Stern, J.E., eds. 1997. Research Ethics: A Reader. Hanover, N.H.: University Press of New England.

Korenman, S.G. and Shipp, A., eds. 1994. Teaching the Responsible Conduct of Research through a Case Study Approach: A Handbook for Instructors. Washington, D.C.: Association of American Medical Colleges.

Suggested Citation:"7 Resources." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1997. Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. Washington, DC: The National Academies Press. doi: 10.17226/5789.

Writing

Council of Biology Editors, Committee on Graduate Training in Scientific Writing. 1968. Scientific Writing for Graduate Students: A Manual on the Teaching of Scientific Writing. New York: Rockefeller University Press.

Suggested Citation:"7 Resources." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1997. Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. Washington, DC: The National Academies Press. doi: 10.17226/5789.

Suggested Citation:"7 Resources." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1997. Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. Washington, DC: The National Academies Press. doi: 10.17226/5789.

Suggested Citation:"7 Resources." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1997. Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. Washington, DC: The National Academies Press. doi: 10.17226/5789.

Suggested Citation:"7 Resources." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1997. Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. Washington, DC: The National Academies Press. doi: 10.17226/5789.

Suggested Citation:"7 Resources." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1997. Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. Washington, DC: The National Academies Press. doi: 10.17226/5789.

Suggested Citation:"7 Resources." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1997. Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. Washington, DC: The National Academies Press. doi: 10.17226/5789.

Suggested Citation:"7 Resources." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1997. Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. Washington, DC: The National Academies Press. doi: 10.17226/5789.

Suggested Citation:"7 Resources." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1997. Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. Washington, DC: The National Academies Press. doi: 10.17226/5789.

Suggested Citation:"7 Resources." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1997. Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. Washington, DC: The National Academies Press. doi: 10.17226/5789.

Suggested Citation:"7 Resources." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1997. Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. Washington, DC: The National Academies Press. doi: 10.17226/5789.

Suggested Citation:"7 Resources." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1997. Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. Washington, DC: The National Academies Press. doi: 10.17226/5789.

This guide offers helpful advice on how teachers, administrators, and career advisers in science and engineering can become better mentors to their students. It starts with the premise that a successful mentor guides students in a variety of ways: by helping them get the most from their educational experience, by introducing them to and making them comfortable with a specific disciplinary culture, and by offering assistance with the search for suitable employment. Other topics covered in the guide include career planning, time management, writing development, and responsible scientific conduct. Also included is a valuable list of bibliographical and Internet resources on mentoring and related topics.

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